African American Culture 5 Essay

Question# 4: African cultures, by and large, bring a similar world view to the relationship between man and the spiritual realm, one that is marked by an extremely personal interaction. In the broader African spiritual world human beings are seen to be under the constant influence of other people, their ancestors, minor deities, the Creator, and various forces of nature. As a result the African spiritual world can be described as interactive since all things are endowed with life-force. How is this idea expressed in ritual approaches to morality, wrongdoing, and spiritual empowerment? African American religion has always been heavily involved and influenced by the notion of morality, wrong doing and spiritual empowerment since the slave days if not earlier, African Americans came to embrace Protestant Christianity and adapted their own version of it which is consistent with evidence in the 19th century and a little bit of the 18th, at the time Christianity had little effect on slave society through the efforts of Anglicans, but it was not because African Americans rejected the gospel but because whites seized Christian brotherhood from blacks. As blacks in the South and in the British Caribbean struggled to develop individual and collective identities from the ideas and ways of African culture and their new conditions of life, the series of efforts by evangelicals to convert slaves eventually gave rise to a distinct African-American form of Christian theology, worship style, and religious community. The importance of religion and having their own take on it is among African Americans, as among all people, rests on fulfilling the human need for an understanding of one’s place in both the spiritual and temporal world. Although it was difficult, African Americans discovered in evangelical conversion requirements an opportunity to reassert personal authority based on their ability to communicate directly with God and to bring others to recognize the need for personal repentance and acceptance of Jesus. A perfect example that supports the connection between religious involvement and a sense of personal identity, is found in a slave woman who, back then it was not common for them to tell missionaries that her people have come from across the sea and lost their father and mother, and therefore want to know the Father. The displacement of Africans, for whom locality was critical to interactions with the spiritual world, did not strip them of their religious identity, but required them to learn the spiritual landscape of their new home and reshape their practices accordingly. â€Å"Come Shouting to Zion† details the many religious rituals that Africans preserved in the new world, especially those surrounding fundamental life events such as the birth and naming of children, marriage, burial ceremonies, and ritual dancing and singing to communicate with ancestors and deities. The influence of Africans with many diverse but fundamentally similar cultures in a strange new land encouraged slaves to form new pan-African cultures, which grew increasingly popular as later generations of slaves were born into bondage in America, establishing a distinct African-American culture. The pidgin African-English is a prime example of Africans in American creating a system of communication that was not traceable to a particular African ethnic origin, nor was it a perfect imitation of American English, but was instead shared by blacks in America. As slaves first encountered a foreign language that whites wished them to learn well enough to be more productive but not well enough to pose a threat to the race-based socioeconomic hierarchy, so they became acquainted with Christianity at the will of whites, but when given the opportunity, appropriated it for their own purposes. In the early encounters between slaves and Christianity it is without question that African, and particularly American-born slaves, sought a spirituality that would explain or show their temporal condition. Some salves looked to a theology of liberation and equality among Christians, which they could glean from 18th century evangelicals, mostly Anglicans, who tried to downplay these aspects of biblical teaching. The early period of evangelism was restricted by the fears of slave-owners that slaves who converted to Christianity would feel empowered to revolt against their bondage. Several conspired rebellions and many smaller incidents of black assertion were linked to blacks who had heard enough preaching to identify themselves with the enslaved nation of Israel. This fed the fears of whites, and Anglicans continued to complain that the planters who prohibited them from educating slaves on religious matters were the largest hindrance to saving African American souls. While racism was strengthened and slaves were unable to improve their social status by conforming to white European-American values, very few blacks found the Christian message Anglicans shared with them appealing . Anglican churches maintained strict separation of rich and poor, white and black, during services and sacraments. The high-church emphasized that learned men alone were authorized to teach and that blacks would listen without questioning and to accept the extension of their temporal message and isolation from whites into the religious sphere. Under these terms, it is I am not surprised that Christianity failed to take root as a meaningful religion, a spiritual world that Africans wanted to live in. But it is essential to recognize the role of whites in shaping the message that Africans were allowed to hear, and the role specifically of slaveholders in excluding blacks from access to Christianity. That blacks expressed their agency in rejecting this early version of Christianity offered to them. . At the same time Anglicans were confused over their lack of success in the Southern mainland, Moravians made a significant impact on blacks in the Caribbean by bringing a different vision of a Christian community. Moravians, Methodists, Separate Baptists, and a few other missionaries in the late 18th and early 19th centuries who sought out African Americans stressed spiritual, if not always worldly, equality. Africans identified with and embraced images of a savior who had suffered like they did, and joined these Christian images with African musical modes of expression to create spirituals that reminded: â€Å"Jesus been down to de mire/ You must bow low to de mire† (Stuckey, 139). However, you must finally accept Christianity as an affirmation of their lowly place in society and a divine exhortation to obedience and docility, as many white slaveholders had hoped they would. Rather, blacks found opportunities at biracial revival meetings which were meetings held at locations most often church, in which slaves and blacks were black would interpret what they heard and to share their divinely inspired interpretations of Christian faith, even from pulpits. During this critical period when a significant portion of blacks in the Caribbean and American South were first offered Christianity, they clearly adopted it and transformed it into something that was their own. After the period of revivals that first sparked wide-scale conversions in the South, many African-Americans focused on building a community in which they could support one another and worship in their own African-influenced style. Local black congregations extended their religious community, most notably with the founding of the African Methodist Episcopal Church in1816. As an institution spanning several states, the A. M. E. Church allowed blacks to take part at different levels in a collective, hierarchical social system as had never before been possible under American slavery. blacks continued to participate as minorities in biracial congregations (still with segregated seating) in most parts of the south and the expanding frontier, but found fewer opportunities to become ordained preachers or lay leaders in mixed parishes, where they were likely only to be allowed to â€Å"exercise the gift, provided they teach sound Doctrine sic† under the approval of whites (Frey & Wood, 166). In the creation of their own religious communities in which no whites were present to criticize â€Å"overemotional† black forms of religious expression and persisting practices, such as polygamy and dancing, African-Americans actively designed a spirituality that fulfilled their needs in the slave societies of the Americas. African-American religiosity was then, as it is now, â€Å"centered on extended and expanding families and households, the importance of self-determination and personal dignity, mutual aid, and shared responsibility for the progress of the race† (Hortons, xi). In my opinion, African agency is most clearly supported by evidence of Africans defining their faith, modes of worship, and religious ties as part of a larger emerging African-American culture. Change was a relentless fact of life for Africans in 18th and 19th century America, most tragically present in enslavement and removal from Africa and domestic trade within the Americas that broke up families as masters bought and sold property. Outside the personal struggles of individual slaves, the changes in ideology and society wrought by the era of the American Revolution exposed Africans and their descendents to evolving external ideas about their place within American society, their rights as humans, and their needs as spiritual beings. Religion was one of the few arenas in which African-Americans could control the changes in their individual lives and their culture as a whole. Evolving religious traditions provided individuals over generations with a source of spiritual renewal and a supportive community and prepared an institution that could serve future generations. The long and turbulent transition from African forms of religiosity to African-influenced forms of Protestantism shows that black Americans created, out of all religious ideas and structures available to them, a faith that was their own. Question#3 The musical selections in this section come from Africa and the Americas. Some are examples of the preservation of traditional musical styles; others are examples of the adaptation of traditional modes of expression to modern styles. Prevalent in each performance is the use of either percussion instruments such as drums or singing in groups or by soloists. How do these musical selections exemplify a common African musical aesthetic, i. e. rhythmic syncopation, call-and-response, melodic constructions, vocal colors, in both traditional and contemporary expressions? African dance has contributed many characteristics to dance in America. We see evidence of this in many aspects of dance today. Being such a diverse nation, America has the blessing of combining original dances from different cultures to create an amazing dance repertoire. American dance as we know would be completely different, if it weren’t for the Africans. African dance began with the different rhythms of the tribes. Its roots in America began with the slave trade. The American slave trade began in 1619, (However, Africans were imported as slaves to the West Indies staring almost a century before that) with the arrival of Dutch trading ships carrying a cargo of Africans to Virginia. They were first brought over by boat to places such as Brazil, Cuba, and Haiti. Eventually different countries end up taking over those nations and slaves fall under their rule. In Brazil, the Portuguese take over, in Cuba the Spanish take over, and in Haiti, the French take over. The retaining of African culture by those in slavery was stronger in the other nations than in America, as the Spanish and French rulers adhered to the more lenient view of dancing taken by the Catholic Church. In America, the Protestant church strongly disapproved of dance. Therefore, dances that occurred in the West Indies, Brazil, Haiti and Cuba retained more of the African dance structure, than those in America did. Those dances can be classified as recreational or sacred. An example of a recreational dance is the Juba, which was a competitive dance where opponents would outdo each other in feats of skill, sometimes while balancing something on their head. Sacred dances were based on the worship of religious gods. The goal of the dance was for the dancer to become â€Å"possessed† by the god so that it would speak through the dancer. Two examples are voodoo and Shango dances. Traces of the African religious practice of possession, or disengaging from reality through the combined effects of music and dance, can be detected in the appeal of some forms of jazz dance. In America, the dance movement of Africa was restrained mainly by two factors: the attitude of the church towards dancing as being immoral and the restricted use of the primary African instrument (the drum). Drumming was banned in 1739 following a slave insurrection. White plantation owners responded by banning all drums and that forced slaves to search for other percussion options. They substituted with banjos, clapping hands, stomping feet, and the fiddle. Dances that occurred on the Plantations were for recreation and religious reasons also. Because of the European influence in America, the movement gave a distinct American appearance, rather than a strictly African one. Many dances imitated animals. There were also circle dances and dances for celebrations. Another category that emerged was competitive dances. The most well known one was the cakewalk. The slaves had witnessed their owners’ dancing festivities and imitated their stiff upper bodies while contrasting it with loose leg movements. The owners enjoyed watching this and gave a cake to the best dancer. The observation of African dancing by the whites led to them stereotyping the dancing slave. They began to blacken their faces and imitate them using such indigenous movements as the ‘shuffle’. The imitation dances by whites started an era of American entertainment based on the stereotype on the dancing ‘Negro’. Before the Civil War, professional dancers were mostly white, with the exception of William Henry Lane. He was also known as â€Å"Master Juba† and was a freeborn slave thought to be the best dancer in the World. He had lived in Manhattan where the Irish immigrants also lived. His dancing was a combination of Irish jig dancing and African rhythm, just like the slaves who were forced to compete with the Irish migrant workers aboard the ships. Both his movements and the Nigerian slaves are said to be the start of tap dance. Minstrelsy was also a popular form of entertainment in America from 1845 –1900. The Minstrel show was a group of male performers that portrayed the Negro as either slow and shuffling or sharply dressed and quick moving. The minstrel show proved prominent in spreading vernacular dances like the cakewalk and jig dancing on a wide scale. The next major change after minstrelsy came with the birth of ragtime music and ballroom dancing after 1910. A bunch of animal dances were seen in white ballrooms. Examples were the Turkey Trot, and Chicken Scratch. The invasion of ballrooms with native inspired dances set the stage for the same process to occur on Broadway. Zeigfield borrowed some of these dances for his Follies. Social dance became introduced on the theatrical stage. The big aspect being borrowed wasn’t the actual dances, but their swinging qualities. In 1921, Shuffle Along featured a jazz inspired dance called the Charleston. It left the audience with a lot of energy and a new respect towards black dancing. Tap was now also brought to white audiences and the musical comedies took on a new, more rhythmic life. In the late 1920s, jazz inspired songs replaced the popular white standards and America accepted Jazz music as its own. Louis Armstrong was a big part of the creation of swing music. It was a style of jazz music that emphasized African influenced rhythm and was played by big bands. Faster and sharper footwork came about and the Lindy was the new dance craze. It incorporated the shuffle and glide and buck and wing movements from early African dances. The Lindy was significant for starting jazz dance styles used in later musicals. It also gave the opportunity for white choreographers to experience African swing. Jazz music and dancing slowed down in popularity after WWII. Technology and music were evolving. The beat became more complex and musicians like Charlie Parker and Dizie Gillespie explored more with improve. The overall result was, jazz music became something more to listen to rather than to dance socially. The advent of Television in the 1950s also kept people at home instead of on the dance floors. African American dance became more of an artistic expression than a social means. Professional companies and dancers restored early African rhythms and the beauty and emotion of their traditional songs, including Catherine Dunham’s â€Å"Shango†, Alvin Ailey’s â€Å"Revelations† and Bill T. Jones’ â€Å"Uncle Tom’s Cabin†. In the past 50 years, African American dance has been rich in innovations as well as connections with the past. The definition of professional dance has broadened beyond ballet, modern, and jazz. Popular and social dances, including the urban black dance forms of break dancing and hip-hop have been recognized for their artistry and expressiveness. Dance created and performed by African Americans has become a permanent part of American dance. Every dancer and almost every person in America, in one way or another has danced steps that resemble early African polyrhythmic movements. Personally, I think the dance World in America could no have flourished as well as it did without it’s African influences. since the slave trade the drum has been used all over the world as a means of communication and self expression. Its broad variety of users includes the early African tribes, using them for ceremonial purposes. The Africans brought drums with them to the Americas and helped to develop their popularity among American musicians. In the mid 1900’s drum sets were brought about. These revolutionary collaborations of percussive pieces started off with a pair of hi-hats, a bass and snare drum, and a couple of tom toms. Later as the music progressed, so did the drum kits, completely eliminating the need for an entire drum section. With the coming of the rock and roll movement the drum kits were changing, they needed to accommodate the new music styles. They became sonically diverse and even electronic drums were brought about; making them infinitely adjustable both ergonomically and musically. With every major drum manufacturer competing to have the best product on the market drums will always be evolving. African American musicians and early slaves choose to use drums as a common form of expression because of the deep bass that was used to duplicate heart beat and thunder. The sound waves for open ended and string instruments is fairly straight forward. However, for a closed end instrument, such as a drum, the sound waves are different. A lot of the energy is dissipated through the shell of the drum, which is the reason for the variance in drum construction these days. Many different kinds of wood are used to generate different sounds, or a different amount of energy absorption. For a warmer, deeper sound maple construction is used while birch is used to get a high, resonant tone full of vibration. The heaviest wood that dissipates the most amount of energy is oak, creating a lower, flat sound. Question#1 I believe that Egypt’s economic progress over the last decade is a great example of showing how They have come a long way and are still vastly improving. Egypt is the third-largest economy in the Middle East and North Africa region (after Saudi Arabia and Israel), as well as one of the strongest, with significant potential for future economic growth and diversification. With a real commitment to economic reform, which favors a large privatization program and the encouragement of private investment and growth. The improvement in Ghana is evident in how their country has such a diverse economy. The Gold Coast was renamed Ghana upon independence in 1957 because of indications that present-day inhabitants descended from migrants who moved south from the ancient kingdom of Ghana. By West African standards, Ghana has a relatively diverse and rich natural resource base Minerals–principally gold, diamonds, manganese ore, and bauxite–are produced and exported. Exploration for oil and gas resources is ongoing. Timber and marine resources are important but declining resources. Agriculture remains a mainstay of the economy, accounting for more than one-third of GDP and about 55% of formal employment. Cash crops consist primarily of cocoa and cocoa products, which typically provide about one-third of export revenue, timber products, coconuts and other palm products, shear nuts , and coffee. Ghana also has established a successful program of nontraditional agricultural products for export including pineapples, cashews, and peppers. Cassava, yams, plantains, corn, rice, peanuts, millet, and sorghum are the basic foodstuffs. Fish, poultry, and meat also are important dietary staples. Ghana’s industrial base is relatively advanced compared to many other African countries. Industries include textiles, apparel, steel (using scrap), tires, oil refining, flour milling, beverages, tobacco, simple consumer goods, and car, truck, and bus assembly. Industry, including mining, manufacturing, construction and electricity, accounts for about 25% of GDP. I strongly believe that since Ghana and Egypt have improved so vastly it is helping African Americans improve in general, the saying â€Å"We come from a long line of kings and queens is such a truthful statement if you look back on history. We have a lot of ancestry that lies within Ghana and Egypt. With the knowledge of the past it will help us to continue realize our past and bring us to terms with the future. We can reverse the process by not letting people hold us back and to not blame others. I also believe that strong knowledge of Ghana and Egypt and Mali, will also further our culture by being educated and not told how our past was. There are a lot of invention by many great African Americans that most people do not know that black inventors were behind the idea, not that is matters that a black or a white person constructed or came up with an idea for a patent, it is essential that we are have contributed just as many things if not more than any other culture. There have been so many contributions to society to western civilization and I feel it is so important that we surround our selves with knowledge of our ancestors because they worked hard to get us to the point today where we are able to vote and the possibility of a black president. The saying that we come from a long line kings and queens is so powerful because it shows you that black really is beautiful and if you retrace our ancestors you will find out that our people were just as important as kings and queens. Lewis Temple was the inventor of a whaling harpoon called the â€Å"Temple’s Toggle† and the â€Å"Temple’s Iron. † He was born in Richmond, Virginia in 1800 and arrived in New Bedford, Massachusetts in 1829. He worked as a blacksmith and had lots of friends that were whaler’s who bought harpoons and had lots of conversations with them. Granville T. Wood was known as the black Edison. Woods was born in Columbus, Ohio on April 23,1856. He never finished elementary school and he worked in a machine shop at a very young age. He moved to Missouri in 1872 at the age of sixteen. By 1881 he opened a factory in Cincinnati, Ohio and manufactured telephone, telegraph and electrical equipment. He filed for his first application for a patent in 1884 for an improved steam-boiler furnace. Woods patented the† telographony ,† a combination of the telegraph and the telephone. He produced one of his most important inventions in 1887, it was called the Synchronous Multiplex Railway Telegraph. It enabled messages to be sent from moving trains and railways stations. In 1890 he set out to improve the lighting system by creating an efficient safe economical dimmer. It was safer and and resulted in 40% energy savings. Woods also created an overhead conducting system for electrical railways and the electrified third rail. By the time of his death in 1910 he had 150 patents awarded to him all together. Lewis H. L was a pioneer in the development of the electric light bulb. He was also the only black member of the Edison Pioneers, a group of inventors and scientists who worked with Thomas Edison. He was born in Chelsea, Massachusetts in 1848 and was raised in Boston. He enlisted in the Navy and served as a cabin boy on the U. S. S Massaoitta the age of sixteen. Latimer was given the assignment to draw plans for Alexander Graham Bell’s telephone patent . In 1879 Latimer went to work as a draftsman for Hiram Maxim, who invented the machine gun and headed the electric lighting company. Latimer worked on improving the quality of the carbon filament used in the light bulb. In 1882 he received a patent for an improved process for manufacturing carbon filaments. Gerrett is best remembered for his invention of the gas mask and the three way traffic signal. Mogan was born on March 4,1875 in Paris, Kentucky. He left school after fifth grade at the age of fourteen. He left Kentucky and headed for Cincinnati, Ohio and got a job as a handy man in a sewing shop. Morgan directed his attention to the frequent instances of firemen being overcome by fumes and thick smoke when they went into burning buildings. He perfected breathing device which he patented in 1914. In 1923morgan patented an automatic traffic signal which he sold to the General Electric Company for four thousand dollars. In 1963 Garrett A. Morgan died at ht age of 88 in Cleveland, Ohio after he was ill for two years. Just to name a few ,those were a couple of major contributors to the African American culture and western civilization.

Juliet brings her tragic end upon herself Essay

â€Å"Juliet brings her tragic end upon herself, through the disloyalty and disobedience to her family† How far do you agree? â€Å"Madam, I am here. What is your will? † Juliet’s demise comes to pass as a direct result of failing to follow the wishes of her family. This is not true. Juliet died because of loyalty to the prescripts of her heart. Our first indication of this is the instant attraction between Juliet and Romeo. Juliet was also willing to ignore the blood feud between the Capulets and Montagues in order to follow the prescripts of her heart. Juliet was willing to defy her father’s wishes for her to marry Paris. Finally and most importantly, Juliet died because of unbearable grief. Juliet and Romeo were instantly attracted to one another. Love at first glance is not unusual, but its repercussions can be devastating – as John Clare wrote: My heart had left its dwelling place And can return no more. When Romeo and Juliet spoke to each other at the Capulet ball they instantly knew what the appropriate thing was to say, and when to say it: â€Å"Thus from my lips, by thine, my sin is purg’d. † Juliet replies, â€Å"Then have my lips the sin that they have took. † The language used in these quotes worked well because of the metaphors that were used in each one. They spoke to one another as though they had known each other for years. It was very obvious at that stage that Juliet had fallen in love. Shakespeare presented them with the idea of love because they spoke in a sonnet to each other, â€Å"My lips, two blushing pilgrims, ready stand to smooth that rough touch with a tender kiss. † This was when Romeo was speaking to Juliet and it showed us how instantly both himself and Juliet had fallen for each other. Although, when they realised who each other was, they were extremely shocked, â€Å"Is she a Capulet? O dear account! † Romeo just could not believe what he had heard. When Juliet heard that Romeo was a Montague she did not understand why she had fallen for someone, who was an enemy to her family’s name, â€Å"My only love sprung from my only hate! † Juliet could not believe that her first love had turned out to be a Montague. It is clearly evident then that Juliet was following the prescripts of her heart and this is what brought about the untimely and tragic end to her life. Juliet was still willing to ignore the blood feud between the two families when she found out that Romeo was a Montague. Juliet seemed distraught after hearing it, this did not stop Romeo and Juliet continuing with their secret love affair. This definitely suggested that they were both truly in love with each other, by Juliet not realising the consequences that happens if she was to continue to love Romeo; â€Å"Thou art thy self, though not a Montague. O be some other name! What’s Montague? † Juliet felt that a name was just a name and not what your true personality was inside. Romeo replied, â€Å"My name, dear saint, is hateful to myself because it is an enemy to thee. † Romeo also did not care in what his family name was because it was as far as he’s concerned, an enemy name to the Capulet household and to Juliet, the woman he loved. By Juliet still willing to follow her heart even though there were blood feuds between her own family and the Montagues, this shows us that she was just following the prescripts of her heart. Juliet carried on her love affair with Romeo and was very willing to defy her own father, â€Å"Deny thy father and refuse thy name:† We can see that Juliet was willing to give up her father’s name all for the love of her beloved Romeo. â€Å"My ears have yet not drunk a hundred words of thy tongue’s uttering, yet I know the sound. Art thou not Romeo, and a Montague? † Juliet just could not believe that the words spoken by Romeo were actually coming from the mouth of a Montague. Juliet knows that it is Romeo even by the very faint uttering of his words. Juliet seemed to not mind and told Romeo to climb the walls to be with her although they were hard to climb and her kinsmen might of found him there, â€Å"The orchard walls are high and hard to climb, And the place death, considering who thou art, If any of my kinsmen find thee here. † Juliet’s willingness to defy her father shows us that she was definitely following the prescripts of her heart. In the last scene of the play, Romeo killed himself by taking poison, â€Å"Thy drugs are quick. Thus with a kiss I die. † Romeo had drunk to his beloved Juliet and dies of all the pain at the loss of Juliet. Juliet however, after discovering that Romeo had taken his life, decided that she wanted to die and be with her beloved, â€Å"Poison, I see, hath been his timeless end, O churl! Drunk all, and left no friendly drop to help me after? I will kiss thy lips. † Juliet kissed Romeo and thought it cruel that Romeo had not left any poison for her. She then reaches for his dagger, â€Å"Oh happy dagger, This is thy sheath; there rest, and let me die. † The love of the star crossed lovers was so intense that they were willing to sacrifice life itself in order to follow the prescripts of their heart.

SPSS data analysis in marketing field Essay Example | Topics and Well Written Essays - 2250 words

SPSS data analysis in marketing field - Essay Example we also have 154 females in the 1(X32) (N) and on average, they have 128X32 with standard deviation of 10.368 X32.The last column shows the two groups Std error mean. Basing on table 2, the p value of Levenes test is 0.816.In this case, this p value is greater than 0.05 the alpha. Therefore, we will have to use the middle row of the output (‘labeled Equal variances assumed.’).So we will have to assume that the variances are equal and we need to use the middle row of the output. The labeled column ‘‘t’’, provides a calculated t value. In this case the t value is 0.667 assuming equal variance. The labeled column df provides the degree of freedom related with the test. In this case we have 445 degrees of freedom. The labeled column sig (2 –tailed) provides p value related to the t test. In this case, the p value 0.816. If p ≠¤ ÃŽ ±, then reject H0.Therefore, 0.816 is not equal or less than 0.05.So we fail to reject the null hypothesis. This means that we failed to observe a difference in the reasons to choosing the restaurant between men and women. As shown in table 3, for each dependent variable, the output shows the sample size, minimum, maximum standard deviation, standard error and confidence interval for every independent variable level (quasi) In this case, the p value of 0.466 is greater than the 0.05; we fail to reject the null hypothesis. This means that there is limited evidence that the variances aren’t equal and the variance assumption homogeneity may fit. The 2 value in the table above is the between groups degrees of freedom, 446 is within groups degrees of freedom,0.864 is the F ratio from the F column,0.460 is the p value and 16927.906 is within groups mean square estimate of variance. The last task now involves whether to reject null hypothesis. In this case the p value of 0.460 is seen to be greater than the 0.05.Therefore we fail to reject the null hypothesis. This means different distances have no influence on the

ABSOLUT Vodka Brand Case Study Example | Topics and Well Written Essays - 2500 words

ABSOLUT Vodka Brand - Case Study Example Since its entry into the US market, Absolut Vodka became a global brand icon, which draws international recognition across the globe (Mooney and Dool 2010, p.1). The Absolut Company produces Absolut Vodka in Ahus, Skane in southern Sweden (Mooney and Dool 2010, p.2). By 2005, Absolut Vodka was synonymous in the global market where it deals with premium vodka as the third largest spirits brand across the globe. The spirits that Absolut Vodka sells includes all distilled alcohol beverages (Mooney and Dool 2010, p.2). Over the years, the company recorded immense success in its line of business where it is now the world’s number one premium vodka brand. Absolut Vodka Product Category Ideally, product category defines the mode of organizing products in the store by the type of products on sale. Indeed, customers of Absolut Vodka find the products that they want to buy through the company’s product categories. Most specifically, Absolut Vodka product category includes flavore d vodka products, which are vodkas infused with flavors like Vanilla, lemon, different types of berries or pepper (Mooney and Dool 2010, p.4). It also includes unflavored vodka and spirits, which includes all distilled alcohol beverages (Mooney and Dool 2010, p.2).... ompany, which manufactures the Absolut Vodka brands, has been selling its products to the distributor through Future Brands since ABSOLUT brand separated from Seagram and became ABSOLUT Spirits Company (ASCI) in the U.S (Mooney and Dool 2010, p. 7). Future Brands is an association between ASCI and Beam Global, which is a larger spirits manufacturer (Mooney and Dool 2010, p. 7). Moreover, Absolut Vodka sells durable products, which include premium vodka, and all distilled alcohol beverages. Water and winter wheat produces Absolut premium Vodka through a continuous distillation process that guarantees a durable and high quality product (Mooney and Dool 2010, p. 8). Absolut Vodka Product Stage There are four stages in a product life cycle, which include the introduction stage, growth stage, maturity stage, and decline stage where each stage has distinct characteristics. Notably, Absolut Vodka is in the maturity stage where there is saturation in the distribution of premium vodka brand i n the U.S market. Indeed, various distribution channels exist in the market where premium vodka brand enjoys market acceptance and the growth of Absolut Vodka is on a decline. Indeed, after 2004, the market share of Absolut premium vodka fell after 2004 despite its international recognition Mooney and Dool 2010, p. 9). This is because of the introduction of many vodka brands in the US market. In fact, despite its success, Absolut premium vodka is experiencing significant pressure from significant vodka brands like Grey Goose, Smirnoff, Ketel One, and Belvedere which overcrowd the market since 2006 (Mooney and Dool 2010, p. 1-4). Because of the competition pressure, Absolut Vodka has been trying to regain its market position since 2006 by launching a massive advertising campaign to woo young

Romans 12 Essay Example | Topics and Well Written Essays - 500 words

Romans 12 - Essay Example This is a powerful appeal. We receive from the Lord every day the fruits of his mercy. It is acceptable to God a reasonable service, which we are able and ready to give the reason for, and which we understand. Conversion and sanctification are the renewing of the mind; a change, not of the substance, but of the qualities of the soul. The progress of sanctification, dying to sin more and more, and living to righteousness more and more, is the carrying on this renewing work, till it is perfected in glory. The great enemy to this renewal is, conformity to this world. Take heed of forming plans for happiness, as though it lay in the things of this world, which soon pass away. Paul encourages us not to fall in with the customs of those who walk in the lusts of the flesh, and mind earthly things. But work with the Holy Ghost first begins in the understanding, and carried on to the will, affections, and conversation, there is a change of the whole man into the likeness of God, in knowledge, righteousness, and true holiness. That is to be godly, is to give up ourselves to God. Roman 12:3-8 explain how pride is a sin in us by nature; we need to be careful with it and armed against it. All the saints make up one body in Christ, who is the Head of the body, and the common Centre of their unity. In the spiritual body, some are fitted for and called to one sort of work and others for another sort of work. We are to do all the good we can, one to another, and for the common benefit. If we duly thought about the powers we have, and how far we fail properly to improve them, it would humble us. But as we must not be proud of our talents, so we must take heed lest, under a pretense of humility and self-denial, we are slothful in laying out ourselves for the good of others. We must not say, I am nothing, therefore I will sit still, and do nothing; but, I am nothing in myself, and therefore I will lay out

Brian Norris Essay Example | Topics and Well Written Essays - 2500 words

Brian Norris - Essay Example If an organization has to achieve its business objectives, its marketing manager has to look into the market demand, to determine the feasibility of marketing strategies. The marketing manager is responsible for attuning the level, timing and composition of customer demands to achieve business objectives. On the whole, marketing management all about determining and implementing effective marketing strategies. Marketing strategies are tactics by which an organization gains a competitive edge in the marketplace. Through these strategies an organization determines how to concentrate its resources to achieve, target business objectives. If a marketing strategy has to be effective, it must do research to find out if an organizational opportunity exists in the market in which they want to do business. The factors influencing organizational opportunity are environmental opportunity, distinctive competency and success requirements. Each of these factors is to be looked into during the process of market analysis. Marking analysis is a process which includes the process of ccustomer analysis, company analysis, collaborator analysis, competitor analysis, and analysis of the industry context. These five types of analysis constitute the four C's of marketing analysis and help to answer the following questions: In order to carry ou... What are the steps to be taken to gain a competitive edge in the market 2.1 Marketing Research In order to carry out marketing analysis, marketing research must be performed to collect the data required for analysis. Marketing research involved the employment of a variety of techniques. Some techniques of market research are: Qualitative marketing research, such as focus groups - Through Qualitative research, data can be collected from a relatively small group of respondents. This data will not be analyzed using statistical techniques, but its purpose is to help to determine the elements which drive the market on a product, generate a hypothesis on such elements and enable an organization to develop quantitative research designs for determine the feasibility of entry into a particular market. The methods used in this research include in-Depth Interviews, Focus Groups and Projective Techniques. Quantitative marketing research, such as statistical surveys - Quantitative marketing research applies quantitative research techniques, to understand the trends in the current market. The major steps involved in the research process include, definition of the problem of market to be studied, designing the search criteria, collecting data, analyzing the data collected and finally writing a report on what is understood from data gathered. The number of respondents from whom data is collected can range between something like a mere 10 in number to something like 10 million. This kind of marketing research may include a hypothesis on the trends found in the market. Random sampling methods can be used to draw inferences from people, who have provided information. Experimental techniques such as test markets - Experimental research

Research Portfolio Essay Example | Topics and Well Written Essays - 1000 words

Research Portfolio - Essay Example 81). Due to the increased level of global trade, the foreign exchange, market has grown since as early as 1980 to present. It is estimated that on average, global foreign exchange turnovers have increased from $1.7 trillion in the year 1998 to $3.98 trillion in the month of April, 2010 (Weithers, 2012, pp. 221). Amidst all this growth, the foreign exchange market has had its challenges and emerging issues which affect its operations and growth. One of the major challenges facing international trade is global and regional recessions such as the global credit crunch and the EU financial crisis. Economic openness or regions also highly impact the forex market. Some of the emerging issues in the foreign exchange market include financial instruments such as in spot transactions, forwards, swaps, future and options. Hedge funds have also developed with the growth of the forex market. The following project will be investigating the contemporary issues in the foreign exchange market and thei r effects Research questions First, what are the emerging financial instruments in the foreign exchange market and their effects on the market? Second, what are the effects of regional and global recessions on the foreign exchange market? Third, what is the relationship between economic openness of economies and the foreign exchange market? Fourth, what are the major determinants of the exchange rates in the global market? Fifth, what are the challenges in the foreign exchange market? Data To answer the first question, I will collect data from existing literature about developments in financial instruments in the dynamic foreign exchange market. These include turn overs in the options and future markets. Google scholar has credible sources on information. World Bank’s website (data.worldbank.com) has reliable data on facts such as volumes of forex exchange trade, economic openness of countries and variables which could indicate intensities of regional and global recessions. T hese include GDP and Public Debt levels of countries studies. Data will be collected over the period from 1990 to 2010 from countries most actively involved in the foreign exchange market such as the UK, Japan and the US Proposed methodology A correlation coefficient will be calculated to determine if there is any relationship between emerging issues, such as options, futures, economic openness and business cycles, and the development of the global foreign exchange market. I will use a regression model to estimate the effect of the former variable (emerging issues such as options and futures turnovers, economic openness and business cycles) on the later variable (global foreign exchange market turn overs). Emerging issues are the independent variables while the global foreign exchange market is the dependent variable. The following model will be estimated F = C + a*O +b* Fu + c*Eo + d*Bc Where; F – foreign exchange market turnover C – Constant O – Options turn o vers Fu – Futures turn overs Eo – Economic openness index Bc – Business cycle indicator References DeLong, G., Smith, R.C., Walter, I., (2012), Global Banking, Oxford: Oxford University Press. Weithers, T, (2012), Foreign exchange: A practical guide to the fx markets volume 309 of wiley finance, New York: John Wiley & Sons. Effects of banking market structure on firm performance Financial institutions such as banks are important elements of economic and social

Sociology - Social Psychology Essay Example | Topics and Well Written Essays - 750 words

Sociology - Social Psychology - Essay Example 1) The basic criticism against functionalism is that there is no place for change in the society and it views it as static. This is not true in the real world where changes are occurring rapidly. Similarly, it does not attempt to explain the causes of certain effects in the society and hence it is of little use where causes identification is necessary. The strength of this theory is that it focuses on unity and it is indeed very necessary for proper functioning of the society. It also talks about cohesion which is fundamental of any society.. 4) The strengths of this theory are that it explains that functioning of the society is a two-way process and is based on social interaction. Since it is based on social interaction, the society works in cohesion and unity. The weakness of this theory is that it ignores macro-level issues focusing only on small things. It also believes that institution exerts pressure on individual's interaction. 5) A theory that states that certain characteristics are attributed or labeled as positive or negative to acts, people or traditions, by people in authority in the society. If education is labeled as something positive then people will try to acquire education so that they are not viewed as deviant. This will result in better jobs and living standard for a person and society will be better off. References: Horton, Paul and Hunt, Chester. (1980). Sociology. McGraw-Hill

Reading Reflection Essay Example | Topics and Well Written Essays - 750 words

Reading Reflection - Essay Example The unexpected bearing of a love child led to an importunate decision that eventually exposed their teenaged life trysts. The objective of the essay is to proffer a critical analysis of the discourse focusing on three literary criticism approaches: the reader-response approach, a formalist approach and the biographical, historical approach (Literary Criticism: A Brief Overview, n.d.). The literary work captured one’s interest due to the universal theme of the discourse: love with a forbidden twinge caused by racial prejudice. The civil rights movement instigated by several famous African American activists, particularly Martin Luther King, who â€Å"led and influenced millions through his espousal of non-violent protest against segregation and racial discrimination†¦ (where) their demonstrations and activism helped lead to the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965† (Kelly, 2011, par. 4) proved that racial segregation was particul arly eminent. The short story revealed â€Å"the socioeconomic system that oppressed the majority black population in South Africa (1949–1994)† (Gordimer, n.d., p. 44) and became the dominant theme in this discourse. ... the onset by indicating that â€Å"the farm children play together when they are small, but once the white children go away to school they soon don’t play together any more, even in the holidays† (Gordimer, n.d., p. 44). The young love that blossomed between Paulus and Thebedi could therefore have been clearly understood as forbidden from the time he returned from boarding school. As young children, they both secretly gave mementos: a painted box made from wood-work class, a bracelet made of â€Å"thin brass and the grey-and-white beans of the castor-oil crop† (Gordimer, n.d., p. 44), and â€Å"a red plastic belt and gilt hoop ear-rings† (Gordimer, n.d., p. 45) when they were already at their teens. The author was very effective in using a clearly structured narrative discourse with the use of simple vocabulary and language. She enticed the visual and emotional appeal from readers by providing vivid and descriptive details of the incidents: â€Å"he twist ed and tugged at the roots of white stinkwood and Cape willow trees that looped out of the eroded earth around them; (and) down there hidden by the mesh of old, ant-eaten trees held in place by vigorous ones, wild asparagus bushing up between the trunks, and here and there prickly-pear cactus sunken-skinned and bristly, like an old man’s face, keeping alive sapless until the next rainy season† (Gordimer, n.d., p. 45), to name a few. The ensuing events build up to effectively concoct the climax of the story: totally unexpected and solicits diverse reaction from the readers. The sullen and covert use of words to describe the initiation to lovemaking incidents were disclosed as â€Å"had let him do with her in a locked storeroom what people did when they made love† (Gordimer, n.d., p. 45) when Paulus met a girl at a

An Investigation of Vietnams Barriers of Economic Growth and Development Essay Example for Free

An Investigation of Vietnams Barriers of Economic Growth and Development Essay Over the past few decades, Vietnam has made remarkable recovery from the damage of war and political reforms. Under Vietnams communist party, the countrys economy has transitioned from a centrally planned economy to a socialist-oriented market economy. Making it a multi-sectored commodity economy regulated by the people, whilst under state management and ownership. Numerous reforms, along with the modernization of the financial system, have led to rapid growth for Vietnam economically. In 2010, the Gross Domestic Product (PPP) of Vietnam was $275,639 million and ranked 40 out of 182 listed countries according to the International Monetary Fund. This is most likely due to rapid industrialization that has and is taking place. Industry and construction contributed approximately 40.9% of GDP in 2010 whereas the share of the agriculture sector has fallen to 21%. Although the rise in GDP has brought about a decline in poverty, larger school enrolment rates, bettered infrastructure, etc, this rapid growth rate has also brought with it negative factors that may hinder subsequent economic growth and development. For instance, Vietnam is facing large budget and trade deficits. In 2010, the current account balance (CAB) of Vietnam was -8.51 billion US dollars based on the International Monetary Fund, with the countrys trade deficits amounting to US$12.4 billion. CAB value, being a negative, shows that the amount spent on imports coming into Vietnam is higher than that earned from the countrys exports. The problem is that the imports are of a higher value than the exports and this is the consequence of relying on a narrow range of primary products (This point on low value exports will be elaborated on, under cultural factors). Similarly, the government is blowing its budget, causing the fiscal deficit to rise to 7.4% of GDP in 2010, which shows the extent at which the governments total expenditure has exceeded the revenue that it generates. This overshot the governments target of 6.2%. On one hand, the government expenditure on basic social and physical infrastructure is a necessity for any developing country. However, this continual over-spending can place the government in a state of debt, which may interfere with economic growth and development. Also, the corrupted state misspends and embezzles a good share of export earnings, foreign investment and revenue (To be covered later under political instability). In order to taper down trade deficits, the government has been forced to devalue the Vietnamese currency (dong) to the exchange rate of 17,961 dong : US$1. However, the dong is continually being devalued. According to Le Dang Doanh of the Economic College of Hanoi, devaluation might temporarily help to reduce Vietnams imports, but it will also boost inflation because the imported fuel will rise. Doanhs views are very apt as devaluation of the exchange rate will make exports more competitive and appear cheaper to foreigners. This will increase demand for exports whilst making imports more expensive. Hence, reducing the demand for imports. However, this devaluation has caused a rise in the inflation rate in Vietnam. In January 2011, the consumer-price index rose to 12.17%. This is higher than the 11.8% increase in December 2010. Bring about higher prices for education services, food, housing and building materials within the country. These high prices are not easily met by the poorer of the country. It is no surprise, therefore, that Vietnams per capita GDP (PPP) of $3,123 (ranked 128) by the International Monetary Fund, meaning that the average income of a person living in Vietnam is approximately $8.70 per day. This is equivalent to earning US$3.20 a day according to nominal per capita GDP. One reason for this is that Vietnams rate of growth of population is higher than that of its GDP. Vietnam, with a growing population of over 89 million, is the 13th most densely populated country in the world. The Human Development Index (HDI) re-illustrates Vietnams lower development and welfare. It weighs real national income per year, the adult literacy rate, average years of schooling, and life expectancy in ranking a country in terms of development. The closer the HDI value is to 1, the more developed the country is said to be. The 2010 HDI value of Vietnam is 0.572, ranking the country 113 out of 169 countries with comparable data. Having a HDI value between 0.5 and 0.8, Vietnam is said to have medium human development. However, this value still remains below the average HDI value of East Asia and the Pacific (0.650) and that of the world (0.624). On a scale from 0 1, the index for health is 0.869, education is 0.480 and income is 0.448. Additionally from the 2010 report, 21.45% of the population is living below US$1.25 per day and 25,632 per million of the population is affected by natural disasters. It appears that the prime reason for the relatively low HDI value of Vietnam seems to be due to the decline in infrastructure and income amongst its citizens. This brings us to the next section of my investigation. Along with the problems arising in Vietnam, its current economic situation could have been and still remains a result of the various factors below: Income Poverty The Vietnam government has made effective attacks on poverty, reducing the countries share of income poverty from 58% to 21.45% in 1993-2010. Due to industrialization and reforms, more jobs and opportunities were created. The rise in income for people working in industrial zones resulted in more than a third of the population being pulled out of poverty. However, the increasing number of people moving into the city areas has caused property demands, and hence prices, to rise. Additionally, inflation is increasing the prices of staples remarkably, making it difficult for low-income urban and rural residents. In fact, a study in 2006 by the Vietnamese Academy of Social Sciences concluded that even higher growth rates will be required than in the past as poverty is still deep and widespread, and the remaining millions of people vulnerable to poverty fall far below the poverty line. This prevalent income gap in Vietnam, particularly the income disparity between the rural and urban areas not only lowers the basic standard of living in the country due to inequitable development, but also reduces consumption. This drop in consumption, coupled with the investment fever of the higher income-earners, might cause deflation. Although deflation may seem to help lower-income citizens to purchase more goods, price drops will hamper profits of firms and, hence, the overall economic growth of Vietnam. This will lead to even lower income distributed to workers, and even retrenchment, as companies would need to cut down costs. As a result, economic development is hindered, as the government will not have sufficient funds to spend on improving infrastructure in the country. Therefore, the basic standard of living subsequently drops. Vietnams capital, Hanoi, is already feeling the negative effects of this lack of infrastructure due to the poverty cycle as it is constantly plagued by power blackouts (See lack of infrastructure below). Political Structure/Corruption To date, the government continues to maintain control of the largest and most important firms in the country. The government recently issued new limitations for state-owned enterprises (SOEs) on the extent at which they can diversify away from their core business. Conversely, policy changes tend to take a long time to be put into effect and SOEs will take an equally long period of time to respond to such directives. One way to overcome this conservatism, the minimal or gradual change in society, is if the government gives up political control of the economy and diminishing the bureaucratic nature of commerce in Vietnam. However it is unlikely that the Communist leaders will allow this to happen. Additionally, Vietnam relies heavily on SOEs to generate wealth for the nation. Under each company, workers enjoy the same share of benefits from growth despite any disparity in productivity. Therefore, there is no incentive for workers to perform better at their job and the economy will not be able to reach high growth rates or attract foreign investors. Public officials and state employees, thus, resort to getting extra money any way they can. The current state structure creates loopholes for corrupt people to plunder state budget. Already, there have been cases where government officials have been arrested for squandering a significant share of investments that come into the country. The 2010 Corruption Perceptions Index placed Vietnam 116th out of 178 countries, with a transparency score of 2.7. Corruption and lack of political transparency causes citizens to lose confidence in their leaders and weakens national unity. Possible uprisings may occur and instability hinders national construction and defense (Continued in lack of infrastructure below). Lack of infrastructure Vietnams energy-generating capacity is not at a high enough level yet to support its production in industrial zones. However, at the moment the government budget is not enough to solve the electricity supply problem. First of all, if fewer goods are produced due to lack of electricity to operate machinery efficiently, economic growth will decrease. Furthermore, power surges disrupt the everyday lives of citizens, transportation, etc. Lowering the standard of living in Vietnam. As mentioned above, the bureaucracy of official procedures stops the country from building the roads, power stations and other public works due to the slow speed at which such changes take effect. These factors are needed to maintain efficient production of goods and services and, hence, growth rate. Particularly, the lack of road systems hinders economic development, as it is difficult for citizens to gain access to different areas of the country. Cultural Factors Initially an agriculture-based economy, Vietnam depends on seafood and rice as main exports for the country. Many of these low-value products are the livelihood of people living in rural areas. The school attendance is much lower in rural areas as compared to urban areas and this lack of education leads to the lack of skills necessary to carry out jobs in industrial zones. Therefore, their focus on agriculture has translated to the country over-depending on primary products as its main exports. This narrows the range of products, which can be purchased through international trade. This negatively impacts potential economic growth. On the other hand, an increasing number of people living in urban areas own cars and factories are producing goods constantly in order keep up with the ambitious growth targets of Vietnams Communist leaders. The emissions from choking traffic and constant construction are starting to take a toll on the environment. The pollution, therefore, impedes the economic development of the developing country. In conclusion, we can see that despite Vietnams improving economic growth, numerous debts accumulating in the country and the devaluation of currency can hinder further potential growth rates. These factors overlap with the Communist Partys political control of the economy and the slow change of economic policies, lack of infrastructure to support capital production and exporting low-value products, which in turn hinder economic growth. Additionally, over-population, growing income gaps between rural and urban areas, inefficient building of infrastructure and environmental damage created by excessive and rapid industrialization, have impeded on economic development by lowering the basic standard of living of the country. In order for Vietnam to grow and develop economically in the future, the political structure needs to allow a more efficient change in both social and economical policies. More importantly, the country needs to stop prevalent corruption and give firms incentives to generate more economic growth and, thus, attract more foreign investments for the country. Sources -http://siteresources.worldbank.org/INTPOVERTY/Resources/WDR/English-Full-Text-Report/ch2.pdf -http://www.arcadia-asia.com/commentaries/201003-Arcadia%20Market%20Commentary.pdf -http://www.viet-studies.info/kinhte/vietnam_OxfordAnalytica.pdf -http://siteresources.worldbank.org/INTPRS1/Resources/383606-1106667815039/gov_spending_vietnam.pdf -http://www.economist.com/node/11041638?story_id=11041638 -http://www.icsead.or.jp/7publication/workingpp/wp2006/2006-18.pdf -http://www.economywatch.com/economic-statistics/country/Vietnam/

The Information And Communication Revolution Education Essay

The Information And Communication Revolution Education Essay Introduction One the many challenges facing developing countries today are preparing their societies and governments for globalization and the information and communication revolution. Policy makers, business executives, NGO activists, academics, and ordinary citizens are increasingly concerned with the need to make their societies competitive in the emergent information economy. Globalization and technological change is a process that has accelerated in tandem over the past fifteen years and has created a new global economy powered by technology, fuelled by information and driven by knowledge. The emergence of this new global economy has serious implications for the nature and purpose of educational institutions. As the half-life of information continues to become and access to information continues to grow more rapid, schools cannot remain mere venues for the transmission of a prescribed set of information from teacher to student over a fixed period of time. Rather, schools must promote learnin g, in an example the acquisition of knowledge and skills that make possible continuous learning over the lifetime. Concerns over educational relevance and quality coexist with the imperative of expanding educational opportunities to those made most vulnerable by globalization as an example, developing countries in general, low-income groups, girls and women, and low-skilled workers in particular. Information and communication technologies which include radio and television, as well as newer digital technologies such as computers and the Internet, have been touted as potentially powerful enabling tools for educational change and reform. When used appropriately, different ICT are said to help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality by, among others, helping make teaching and learning into an engaging, active process connected to real life. However, the experience of introducing different ICT in the classroom and other educational settings all over the world over the past several decades suggests that the full realization of the potential educational benefits of ICT is not automatic. The effective integration of ICT into the educational system is a complex, multifaceted process that involves not just technology but indeed, given enough initial capital, getting the technology is the eas iest part but also curriculum and pedagogy, institutional readiness, teacher competencies, and long-term financing, among others. CONTENTS ICT stand for information and communication technologies and are defined, for the purposes of this primer, as a diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information. These technologies include computers, the Internet, broadcasting technologies, radio, television and telephony. In recent years there has been a ground swell of interest in how computers and the Internet can best be harnessed to improve the efficiency and effectiveness of education at all levels and in both formal and non-formal settings. But ICT are more than just these technologies, but older technologies such as the telephone, radio and television, although now given less attention, have a longer and richer history as instructional tools. For instance, radio and television have for over forty years been used for open and distance learning, although print remains the cheapest, most accessible and therefore most dominant delivery mechanism in bot h developed and developing countries. The use of computers and the Internet is still in its infancy in developing countries, if these are used at all, due to limited infrastructure and the attendant high costs of access. Technology changes rapidly and so do the specific tools available for education. As new technologies are introduced, it is critical that their cost and impact in various educational situations is thoroughly examined. While evidence shows that it is the actual application of the ICT tool that is the most important determinant of its effectiveness for educational purposes, the choice of tools is quite large, and each tool has its own advantages and disadvantages. Policy makers and donor groups are often bombarded with information and studies from vendors on the suitability of their particular products or services. As a result, there is a great need for independent research on the appropriateness of specific ICT tools to help meet educational goals. Radio and TV have been providing educational programming in some countries for many years. Many related new technologies, including satellite broadcasting and multi-channel learning, have the potential to greatly increase access to education. Today, the Internet is not widely available in most developing countries, but new Internet technologies and mobile Internet centres hold promise for connecting teachers, learners, and communities. Moreover, education has largely contributed to an increase in developing knowledge, providing an enabling environment for innovation and in building human capital required for a potential future knowledge economy. Global reforms in education and challenging ICT demands have made a remarkable shift in the structure of the enabling ICT environment and the utilization of ICT technologies in education. Such technologies have become the key driver of the digital network in an era of technology-driven education. More schools and communities now have access to ICT resources to join the global economy with knowledge workers who have 21st century skills and are inspired by life-long learning. ICT have great potential for knowledge dissemination, effective learning and the development of more efficient education services. Much effort has been made towards the advancement of education and multi-literacies. However, it is generally believed that ICT can empower teachers and learners, making sign ificant contributions to learning and achievement. Current research on the impacts of ICT on student achievement yields few conclusive statements, pro or con, about the use of ICTs in education. Studies have shown that even in the most advanced schools in industrialized countries, ICT are generally not considered central to the teaching and learning process. Moreover, there appears to be a mismatch between methods used to measure effects and the type of learning promoted. Standardized testing, for example, tends to measure the results of traditional teaching practices, rather than new knowledge and skills related to the use of ICT. It is clear that more research needs to be conducted to understand the complex links between ICT, learning, and achievement. Many of the issues and challenges associated with ICT in education initiatives are known by policy makers, donor staff, and educators. However, data on the nature and complexity of these issues remains limited because of the lack of good monitoring and evaluation tools and processes. Where evaluation data is available much of the work is seen to suffer from important biases. Another problem in this area is the lack of a common set of indicators for ICT in education. And, where data has been collected, it is often quantitative data related to infrastructure, for example, number of computers, rather than data that can help policy makers gauge the impact of ICT interventions on student learning. If ICT are to become effective and integral tools in education, and if accountability is to be demonstrated to donors and stakeholders, monitoring and evaluation must be a priority area of focus. It is clear that there are equity issues related to the uses of ICT in education. There is a real da nger that uses of ICT can further marginalize groups already excluded or on the edge of educational practices and innovations. On the other hand, with supportive policies and careful planning and monitoring, ICTs hold out the promise of facilitating greater inclusion of such groups. While there is much research on the impact of ICTs and marginalized groups in industrialized countries, there has been limited research into these issues in developing countries. There seems to be little questioning, however, that ICTs generally give preference to schools and learners in urban areas and in areas where existing infrastructure is the best. Research related to equity and ICT to date has focused primarily on access to particular technologies. Much less attention has been given to how specific types and uses of ICTs are related to equity issues. Besides than that, about the true costs of ICT in education, there have been few rigorous costs studies, particularly in developing countries. Given current budgetary and resource constraints, a widespread investment in ICT in education is probably not possible in most developing countries. It is, therefore, critically important to better understand the costs and benefits associated with ICT types and uses in various educational situations in order to effectively target scarce resources. There is some evidence, for instance, that computers may be most cost-effective when placed in common areas such as libraries and teacher-training institutes. One of the most cost effective uses of ICT in education may be their role in improving organizational and systemic efficiencies, including combating corruption. Distance education is often cited as a cost saving investment. Indeed, economics of scale are achievable in distance education, although such programs typically require large up-front i nvestments. Some of these costs may be shifted from the public sector to the individual users, but this in itself raises significant equity and access issues. Again, a thorough examination of the true costs and benefits of distance education is required. Financing mechanisms for ICT in education initiatives are quite varied. Due to the high up-front costs and large recurrent costs, countries and communities typically employ a great variety of financing and cost recovery mechanisms. Public private partnerships and user fees are important components of financing ICTs in education in many countries, although more research is needed to determine the impact and effectiveness of these mechanisms. Even the use of ICT in the classroom or in distance education does not diminish the role of the teacher; neither does it automatically change teaching practices. Experience has shown that a variety of support and enabling mechanisms must be implemented to optimize teacher use of ICT. While traditional teacher leadership skills and practices are still important, teachers must also have access to relevant, timely, and on-going professional development. They must have the time and resources to explore this new knowledge base and develop new skills. Support of school administrators and, in some cases, the community, is critical if ICTs are to be used effectively. In addition, teachers must have adequate access to functioning computers or other technologies and sufficient technical support. Accessing information is the main use of ICTs in education. While ICT, and the Internet in particular, provide access to a world of educational resources, those resources are rarely in a format that ma kes them easily accessible and relevant to most teachers and learners in developing countries. Simply importing educational content through ICT is fraught with difficulties, as well as questions of relevance to local needs. Experience shows that unless electronic educational resources are directly related to the curriculum, and to the assessment methods used to evaluate educational outcomes, ICT interventions may not have positive educational impacts. Furthermore, ICT can be important drivers for educational reform. They can help in anti-corruption efforts, aid in decentralization, and play a key role in data collection and analysis. Still, there are many policy questions around the use of ICTs in education, not the least of which revolves around which part of the government is responsible for such policies. Some of the key policy questions revolve around access, equity, finance, and best practices in scaling-up. As a relatively new field, there is no standard repository for existing ICTs in education-related national policies. And, it is clear that successful policy formulation requires consultation with a diverse group of stakeholders, many of which may be outside of the traditional educational system. Innovations in technology and new products are introduced in the global marketplace at a much faster pace than most educational systems are able to use them effectively. This issue of timing is an important one as educators and po licymakers operate with an eye to longer term educational goals. The advantages and disadvantages of ICT in education include a range of elements such as †¢ Giving to teacher chance to plan short, timed, tightly focused activities. †¢ Planning activities across a number of sessions to allow sufficient time for all pupils to take parts. †¢ Up to date and real world technologyprepares the children for the modern world! †¢ Helps pupils research topics they are studying using a wide range of sources other than just book from their school library, †¢ Aids the pupils to get an insight into technologies that they may later rely on in future life. †¢ Using word documents it gives the pupils a chance to present their work in a style that suits them. †¢ Word and publishing documents available for display work purposes. There is also a high advantage of ICT equipment aiding pupils with learning difficulties. By clicking on the word case study the following link will take you to a case study on podcasts and the advantages of working with children that have learning difficulties and also shown on the secondary education page. The following disadvantages give a list of objectives that staff and facilitators may be required to deal with should problems occur throughout using the ICT equipment. †¢ Cost †¢ Training †¢ Distractions †¢ Reliability †¢ Damage †¢ Safety †¢ Hacking †¢ Resources (or lack of) As you can see I have already listed disadvantages of ICT in education and all seem costly. The initial equipment even though would be an investment and learning aid is expensive. After the initial cost there is the fact of training the staff/ facilitators to use the equipment correctly as bad usage can cause incorrect teaching to pupils. Also coming under cost is damage, as, if the equipment gets damages then the damage repair fees are required to get the equipment back up and running. Distractions such as the internet, computer games and email are also a big disadvantage. Then we come onto safety and hacking that is discussed on the safety page. CONCLUSIONS In conclusions, the modern generation schoolchildren are growing up in an environment where information and communication technologies are encompassing almost all area of their lives. It is the responsibility of government to prepare students with the skills and knowledge they will need to take control of their digital futures. Therefore, it is of upmost importance for teachers to integrate ICT into the curriculum. This essay will discuss the great benefits ICT have on child learning and also explore the current direction in which teachers can integrate ICTs into the classroom. Using ICTs in education develops the needed skills a child needs to use computers and other technologies. However, ICT provide a teaching strategy that engages the learner. ICT can create an exciting way to present information to students and due to the fact that ICTs engages the learner it allows the student to learn more. Another great positive of using ICTs in primary schooling is that it addresses the fact that each student has different learning abilities. ICT allows students to excel in their area of ‘intelligence, for example a child who has spatial intelligence but has difficulty in written expression can show their learning process through sound and pictures. The use of ICT is also beneficial to a childs learning because it covers the four fundamental teaching areas which are active engagement, group, interaction and connection with the real world. As i mentioned earlier ICTs engage the learner, however, they can also involve extensive group work and interaction with b oth students and ICT equipment. ICTs play a central use in society; therefore, they give children a real world connection. This also gives students purpose in learner because they are using technologies that they will need to.

Reality and Illusion in Death of a Salesman :: Arthur Millers play Death of a Salesman

Reality and Illusion in Death of a Salesman In Arthur Miller's play, Death of a Salesman, the major theme as well as the main source of conflict is Willy's inability to distinguish between reality and illusion. Willy has created a fantasy world for himself and his family, a world in which he and his sons are great men who "have what it takes" to make it in the context of business and free enterprise. In reality, none of them can achieve greatness until they confront and deal with this illusion. Willy's most prominent illusion is that success is dependant upon popularity and personal attractiveness. Willy builds his entire life around this idea and teaches it to his children.   When Willy was young, he had met a man named Dave Singleman who was so well-liked that he was able to make a living simply by staying in his hotel room and telephoning buyers. When Dave Singleman died, buyers and salesmen from all over the country came to his funeral. This is what Willy has been trying to emulate his entire life. Willy's need to feel well-liked is so strong that he often makes up lies about his popularity and success. At times, Willy even believes these lies himself. At one point in the play, Willy tells his family of how well-liked he is in all of his towns and how vital he is to New England. Later, however, he tells Linda that no one remembers him and that the people laugh at him behind his back. As this demonstrates, Willy's need to feel well-liked also causes him to become inten sely paranoid. When his son, Biff, for example, is trying to explain why he cannot become successful, Willy believes that Biff is just trying to spite him. Unfortunately, Willy never realizes that his values are flawed. As Biff points out at the end of the play, "he had the wrong dreams." In many ways Biff is similar to his father. In the beginning of the play we see that Biff shares many of the same ideas as Willy. He values being well-liked above everything else and sees little value in being smart or honest. One of Biff's main flaws is his tendency to steal. Early in the play we learn that he has stolen a football from the school locker. When Willy finds out about this, instead of disciplining Biff, he says that the coach will probably congratulate him on his initiative.

The Kalapalo Indians :: essays research papers

The Kalapalo Indians The Kalapalo Indians of Central Brazil are one of a few surviving indigenous cultures that is uniquely protected by a national reserve in lowland South America. Through no effort of there own, they have been isolated artificially from Brazilian social and economic influences that reach almost every other Indian tribe in Brazil. This unusual situation has made it possible for the Kalapalo’s culture to be undisturbed by the outside world and the surrounding tribes. Much of Kalapalo life is run through a central concept or an ideal of behavior, called ifutisu. This is an infinite ideological concept that is represented in many ways in social life and ideal organization among the Kalapalo. The area in which the Kalapalo live is in the northeastern Mato Grosso state called Upper Xingu Basin. There are four unintelligible languages by groups in this region. This makes the Upper Xingu Basin linguistically diverse, but with many of the groups still sharing the same social and ideological features. It is very difficult to trace back the origins of Kalapalo life because of the integration of the many different and culturally diverse groups in the Upper Xingu Basin. So, many of systems of kinship classification, marriage practices, ceremonial organizations, status allocation, and religious beliefs are consistent with cultural rules and social practices and not with the original system. Many of the modern local groups can only reconstruct their own history which is in limited detail, these systems can’t be isolated completely from the existing society. The two most important social units in Upper Xingu society are the village and the household groups. Both the village and household can be considered corporate in that both control rights to territorial resources, acts as a unit when performing certain economic and ceremonial activities. Members of a household group are obligated to pass out food which they collect amongst themselves. Even when one cannot supply food a Kalapalo is assured of a share because everyone is treated with the same kind of respect. Despite this corporate organization, membership in villages and households is constantly changing, and there is much movement of people between group to group. The Kalapalo society is a system wherein social units, such as the village groups and households exist only because of the individual who decides to live in these systems and choose to cooperate with one another. This is very different from other non-western societies whereas the individual acquire the responsibility to join in social units, by birth or other means of relationship to and with each other regardless of the identity of the individual themselves. The Kalapalo social organization is characterized by a flexible group membership

Malcolm X Essay -- essays research papers fc

Malcolm X   Ã‚  Ã‚  Ã‚  Ã‚  Being an African American in the United States during the civil rights movement was one of toughest times to live through. The African American felt as if they were treated as non-humans being sent to the United States as slaves, being deprived of their education, forced to live in separate segregated areas, and given the careers that were the lowest paying jobs. They also had no political rights or legal protection. After the North had fought for the African American population to gain freedom from slavery, they were abandoned and were forced to fight for themselves. The Blacks were then left with much ambivalence in regard on how they would go about achieving civil rights. During this time was when a man named, Malcolm X, stood up for what he believed in and is now one of America’s greatest civil right leaders in history still today. On May 19, 1925 Malcolm Little was born in a small Midwest town called Omaha, Nebraska. He grew up in a family of eight children with his mother, Louis Norton Little, who was a homemaker and his father, Earl Little, who was a Baptist minister and supporter of Black Nationalist leader Marcus Garvey. Earl’s active part in with the civil rights provoked death threats from the white organization Black Legion, forcing the Little family to relocate. At this time Malcolm experienced friction between his parents and the child abuse of his older siblings by his mother. Despite this hostility, the family lived well in a good part of Michigan. Then one night, after a fight Rev. Little went out to take a walk, Malcolm and family were awaken by the terrible news of their father’s death. This simple act of racism drastically affected the lifestyle of the Little family, and a large insurance policy which Rev. Little signed for, refused to pay leaving the family with hardly anything. W ith only unskilled jobs to support the nine-person family, Malcolm’s mother began receiving welfare checks. With this came the deterioration of her pride and eventual mental breakdown and she was then admitted to a mental institution. Soon the family fell into poverty and could not feed themselves. After much struggle, the welfare agency split the family among various foster homes and orphanages. Malcolm was anxious to meet new friends but he found that he did not fit in with the upper-middle-class boys and girls so he g... ...the murder of Malcolm X had ties back to the Nation Of Islam and they were sentenced to life in prison. Malcolm’s death created many mixed feelings amongst the people of the world. However the influence of Malcolm X did not end with his death. Some Black activists started campaigning â€Å" Black Power† instead of the traditional anthem, â€Å"We Shall Overcome.† The actions from the African Americans started following more of Malcolm’s teachings and beliefs after his death and they eventually did not have to ask for white acceptance, and held power to create a better society for themselves. In fact many today are still learning about how he became an important figure in history. Malcolm X became a hero for black people everywhere because he was one who spoke out with controversial ideas without fear or compromise. Malcolm’s actions made him one of the most memorable leaders in our history today. Works Cited http://www.brothermalcolm.net/  © 1999 TWENTY-FIRST CENTURY BOOKS Ohio http://www.cmgww.com/historic/malcolm/bio.html http://www.galegroup.com/free_resources/bhm/bio/malcolmx.htm The African American Almanac, 7th ed., Gale, 1997. Malcolm X Talks TO Young People betty shabazz &pth

Topics

Completed Master's Research Projects Reading Education |  ·Ashcraft, Alyssa – Identifying the better strategy to increase a student’s reading rate[-;0]. July, 2011 [Advisor: Dr. Bill Smith]  ·Ault, Lisa Renee – The effect of phonics instruction on oral reading fluency in a fourth grade intervention classroom[-;1]. July, 2011 [Advisor: Dr. Bill Smith]  ·Bisker, Allison – What particular practices make reading recovery and other interventions effective[-;2].. /gfx/media/pdf/Ault. pdf. July, 2011 [Advisor: Dr. Bill Smith]  ·Dunick, Kelly Ann – Reading intervention's affect on oral retelling abilities in kindergarten[->3].July, 2011 [Advisor: Dr. Bill Smith]  ·Garrett, Lindsay – Are incentive programs to encourage at home reading affective with students at different reading levels[->4]. July, 2011 [Advisor: Dr. Bill Smith]  ·Gomillion, Tricia – How well is the Vocabulary Component of the Scott Foresman’s Reading Street 2 011 Basal Reading Series Supported by Research[->5]? July, 2011 [Advisor: Dr. Bill Smith]  ·Hovrath, Kelsey – Effects of Peer Tutoring on Student Achievement[->6]. July, 2011 [Advisor: Dr. Bill Smith]  ·Huck, Emily – Supporting English language learners and their families[->7]. July, 2011 [Advisor: Dr.Bill Smith]| Curriculum & Instruction |  ·Malinowski, Scott S. – Including current events and current issues in social studies classroom. Is it worth it? [->8] June, 2012 [Advisor: Dr Frans Doppen]  ·McClelland, Molly M. – An evaluation of rural school consolidation: The case of Nelsonville-York City School District[->9]. June, 2010 [Advisor: Dr. Frans Doppen]  ·Stabile, Christina – Are Literature Circles an Effective Reading Strategy for Struggling Readers[->10]? June, 2009 [Advisor: Dr. Frans Doppen] | Middle Childhood |  ·Arrowood, Chelsie Marie – Citizenship knowledge and perceptions of exiting middle school students[->11].Decem ber, 2011 [Advisor: Dr. Frans Doppen]  ·Calstrom, Thomas Matthew – Love and War: Using Primary Sources in the Classroom[->12]. Spring, 2009 [Advisor: Dr. Frans Doppen]  ·Dalton, Amanda – Factors affecting the health of middle school students[->13]. Spring, 2008 [Advisor: Dr. Frans Doppen]  ·Daugherty, Cheryl Mae – How do various social studies instructional methods affect student achievement in middle schools[->14]? May, 2008 [Advisor: Dr. Frans Doppen]  ·Grimm-Rice, Jaime – A case study: Using a school garden to create meaningful learning[->15]. July, 2011 [Advisor: Dr.Frans Doppen]  ·Hinkle, Jennifer – Ohio middle school principals’ perceptions of media literacy[->16]. June, 2010 [Advisor: Dr. Frans Doppen]  ·Kaskey-Roush, Meghan – How does an integrated curriculum promote critical thinking and engagement in middle school student learning[->17]? Summer, 2008 [Advisor: Dr. David Bower]  ·Lawless, Jennifer – The a dvantages and disadvantages of attending rural and urban middle schools[->18]. Spring 2009 [Advisor: Dr. Frans Doppen]  ·Lee, Tara – The impact of afterschool programs on the academic achievement of middle school students. [->19] June, 2012 [Advisor: Dr.Frans Doppen]  ·Martin, Jennifer – The impact hands-on experiences have on interest and attitudes of middle school science learners[->20]. July, 2011 [Advisor: Dr. Ralph Martin]  ·O’Callaghan, Maria Veronica Pontiveros – Middle School Teachers’ Motivation Methods[->21]. May, 2008 [Advisor: Dr. Frans Doppen]  ·Perko, Heike – Teacher and student dispositions towards using a school garden as a classroom setting: A case study[->22]. Spring 2012 [Advisor: Dr Frans Doppen]  ·Quinn, Shane M. – The Student-Centered Model of learning: A comprehensive model of student[->23].May, 2008 [Advisor: Dr. David Bower]  ·Perricelli, Danielle – Social studies and motivating factors: Vie ws of fourth grade elementary students[->24]. Spring, 2008 [Advisor: Dr. Frans Doppen]  ·Reiter, Terry – Why we teach as a second career[->25]. June, 2008 [Advisor: Dr. Ralph Martin]  ·Weaver, Joel – The effect of self-efficacy on motivation and achievement among fifth grade science students[->26]. July, 2008 [Advisor: Dr. David Bower] | Adolescent-to-Young-Adult|  ·Bhutta, Qurat – Teacher experiences and perceptions: Multicultural literature[->27]. August, 2010 [Advisor: Dr.Guofong Wan]  ·Brignolo, Evan – Literature circles in a secondary language arts classroom[->28]. June, 2010 [Advisor: Dr. Guofong Wan]  ·Brown, Elizabeth – Improving attitudes and motivation to read through independent, self-selected readingin the Middle Grades[->29]. July, 2011 [Advisor: Dr. Guofong Wan]  ·Carlson, Robert – Social studies teachers' background and perceptions of geography as a discipline. [-;30] June, 2012 [Advisor: Dr. Frans Doppen]  ·Chon ko II, Andrew – Primary sources, critical thinking and historical thinking in a ninth grade social studies class[-;31].November, 2011 [Advisor: Dr. Frans Doppen]  ·DeWolfe, Justin – Resources for gay and lesbian students at the high school level[-;32]. August, 2008 [Advisor: Dr. Dianne Gut]  ·Doane, Benjamin Thomas – The relationship between school facilities and academic achievement[-;33]. December, 2008 [Advisor: Dr. Frans Doppen]  ·Ellison, Randy D. – Modern attitudes toward the teaching of military history[-;34]. July, 2012 [Advisor: Dr Frans Doppen]  ·Enmen-Budeiri, Laurel – Should Young Adult and Multicultural Literature Have a Permanent Place in the Secondary English Classroom[-;35]? June, 2011 [Advisor: Dr.Guofong Wan]  ·Graves, Elizabeth A. – Is role-playing an effective teaching method[-;36]? May, 2008 [Advisor: Dr. Frans Doppen]  ·Green, Kelsey – The Impact of Teacher Expectations and Student–Teacher Rela tionships[-;37]. November, 2010 [Advisor: Dr. Guofong Wan]  ·Horner, Andrea – The forgotten war: Multiple perspectives on the Korean war in American history textbooks[-;38]. November, 2011 [Advisor: Dr. Frans Doppen]  ·Lawhon, Megan A. – The effects of service-learning on the citizenship attitudes of at-risk students in an after-school program[-;39]. June, 2010 [Advisor: Dr.Frans Doppen]  ·Locasio, Peter – Exploring the Connection Between Secondary Social Studies Teachers and Museum Educators[-;40]. July, 2010 [Advisor: Dr. Frans Doppen]  ·Malinowski, Scott – Including current events and current issues in the social studies classroom: Is it worth it? [-;41] June, 2012 [Advisor: Dr. Frans Doppen]  ·Mansfield, Abbigail – How does parental involvement affect middle school student achievement[-;42]? Winter, 2009 [Advisor: Dr. Frans Doppen]  ·Moore, Danielle – Multicultural literature and ethnic identity development: An opportunity fo r exploration[-;43]. June, 2008 [Advisor: Dr.Frans Doppen]  ·Moore, Lena – Literature circles in the high school English classroom[-;44]. June, 2008 [Advisor: Dr. Guofong Wan]  ·Nevil, Steven – Teachers' perspectives on use of movies in the social studies classroom. [->45] August, 2012 [Advisor: Dr. Frans Doppen]  ·Palmer, James K. – Factors that contribute to low achievement on the science portion of the Ohio high school graduation test[->46]. March, 2009 [Advisor: Dr. Ralph Martin]  ·Rinaldi-Eichenberg, Michael – Background music in the classroom: How does it affect student mood and learning[->47]? June, 2010 [Advisor: Dr.Guofong Wan]  ·Robinson, Brenda – Educational achievement, school experience and recidivism among youth at a residential treatment facility[->48]. March, 2008 [Advisor: Dr. Dianne Gut]  ·Shearer, Adriel Ezra – The impact of a new school facility: One district’s experience[->49]. January, 2010.  ·Smith , Geoffrey – Is film an effective teaching tool for high school literature[->50]? June, 2009 [Advisor: Dr. Guofong Wan]  ·Stowe, Tara Griffits – The Effects of High-Stakes Testing Upon Non-Traditional Instructional Methodologies in Midwest Appalachia Tara Griffitts Stowe Master's Research Project[-;51]. March, 2011. Advisor: Dr. Guofong Wan]  ·Viani, Eric – Student perceptions of note-taking in a ninth grade social studies class[-;52]. August, 2011. [Advisor: Dr. Frans Doppen]  ·Wion, William – Teacher perspectives on economic education[-;53]. Spring, 2008 [Advisor: Dr. Frans Doppen]  ·Wood, Dustin – No Child Left Behind and the achievement gap: Contributing factors and trends in student populations[-;54]. November, 2007 [Advisor: Dr. Frans Doppen]  ·Yoder, Drew – How do I keep these kids motivated? †: An evaluation of high school social studies teachers’ perceptions of motivational teaching and their implementations[- ;55].December, 2010 [Advisor Dr. Frans Doppen]| Special Education |  ·Abbott, Carrie – Are there differences in test anxiety levels for middle school students with and without disabilities[-;56]? October, 2009 [Advisor: Dr. Dianne Gut]  ·Ahmed, Areej – Perceptions of using assistive technology for students with disabilitiesin the classroom[-;57]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Alspach, Summer – The effects of reader's theater on fluency of elementary students with learning disabilities[->58]. June, 2010 [Advisor: Dr.Dianne Gut]  ·Arno, Anne – General education classrooms and resource rooms: What is taught and the quality of communication between teachers[->59]. March, 2009 [Advisor: Dr. Dianne Gut]  ·Bailey, Katherine – The impact of physical activities on children with attention deficit hyperactivity disorder’s ability to focus[->60]. August, 2009 [Advisor: Dr. Dianne Gut]  ·Bensman, Natalie – Perceptions of poten tial teachers toward individuals with visible and non-visible disabilities[->61]. August, 2008 [Advisor: Dr. Marta Roth]  ·Boeshansz, Marjorie – The effects of curriculum based yoga on children ith attention deficit hyperactivity disorder[->62]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Bolin, Jason – Improving the classroom for students: What are effective instructional strategies forchildren with attention deficits[->63]? June, 2010 [Advisor: Dr. Dianne Gut]  ·Callahan, Raechel – Perceptions and use of graphic novels in the classroom[->64]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Carlson, Rashika – Effectiveness of Guided Reading on the Reading Ability of Students with Learning Disabilities[->65]. June, 2011 [Advisor: Dr.Dianne Gut]  ·Cole, Samantha – Singing your way to phonological awareness[->66]. July, 2012 [Advisor: Dr. Dianne Gut]  ·Covey, John – Do computers help educators navigate the myriad of paperwork seen in special edu cation, or do they add to the frustration? [->67] March, 2008 [Advisor: Dr. Dianne Gut]  ·Crist, James L. – The Effectiveness of the Jigsaw Approach and Other Cooperative learning Strategies with Students with Learning Disabilities[->68]. December, 2012 [Advisor: Dr Dianne Gut]  ·Crow, Kirk – Graduation and then what? A case study of one rural Appalachian high school[->69]. June, 2011 [Advisor: Dr.Dianne Gut]  ·Cullums, Shiela – Cognitive Learning with Visual, Auditory, Kinesthetic, Tactile, and Multi-sensory Learning, and Academic Performance in the Classroom. [->70] December, 2012 [Advisor: Dr. Dianne Gut]  ·DeHainaut, Rachel – The impact of daily reflection on long-term content mastery: A useful strategy inlow-resource environments[->71]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Dooley, Adam – The effects of differentiated instruction on a fourth grade science class[->72]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Eckelberry, Erin  œ Using social stories with children with autism, learning disabilities and ADHD[->73].November, 2007 [Advisor: Dr. Marta Roth]  ·Elkins, K. Helena – Effectiveness of PowerPoint presentation as an instructional delivery system paired with direct instruction for teaching reading to students with specific learning disabilities[->74]. November, 2010 [Advisor: Dr. Dianne Gut]  ·Engle, Brandi – Parent Participation: Increasing Parent Involvement in the Individualized Education Program process in grades 6-12[->75]. June, 2008 [Advisor: Dr. Dianne Gut]  ·Eppley, Amanda – Pre-service Teacher Candidates Experiences with Literature with Characters with Disabilities and a Framework for classroom Implementation. ->76] December, 2012 [Advisor: Dr Dianne Gut]  ·Funk, Jodi – Assessing Ohio‘s teacher knowledge of attention deficit hyperactivity disorder (ADHD): Are current teachers adequately prepared to meet the needs of students with ADHD? [->77] October, 2011 [Advisor: Dr. Dianne Gut]  ·Gregg, Dani – The benefits and drawbacks of co-teaching in an inclusive middle school[->78]. May, 2008 [Advisor: Dr. Dianne Gut]  ·Grogan, Shannon – Does High-Stakes Testing Interfere withUsing Diverse Teaching Methods? [->79] June, 2008 [Advisor: Dr.Marta Roth]  ·Gueth, Lindsay – DIBELLS oral retell fluency as a predictor of reading comprehension in fifth grade students with learning disabilities[->80]. August, 2012 [Advisor: Dr Dianne Gut]  ·Johnston, Teresa – Examining the Relationship between Inattention and Reading Abilities in Students[->81]. December, 2012 [Advisor: Dr Dianne Gut]  ·Juarez-Porter Carlyle, A. Renee – â€Å"Three Days in Perspective†: A Role-Play Simulation Game for Informing Pre-Service Teachers’ Perspectives of Individuals with Exceptionalities[->82].December, 2012 [Advisor: Dr Dianne Gut]  ·Kemper, Deborah – Does Small Group Reading Instruction Increase Oral Reading Fluency in Children With and Without Learning Disabilities? [->83] December, 2012 [Advisor: Dr. Dianne Gut]  ·Kinniard, Josh – Does attitude impact academic achievement[->84]? August, 2010 [Advisor: Dr. Dianne Gut]  ·Kocher, James – Anxiety levels and high-stakes testing in at-risk students[->85]. August, 2008 [Advisor: Dr. Dianne Gut]  ·Leland, Kimberly – How do high school senior students perceive their transition programming at a career and technical school? ->86] May, 2010 [Advisor: Dr. Dianne Gut]  ·McDonough, Haley – The contribution of music to student focus and time-on-task behavior for students identified with disabilities and whole class computer use[->87]. June, 2008 [Advisor: Dr. Dianne Gut]  ·McNeeley, Colleen – Examining Intervention Support in Mathematics: Can students' attitudes and achievement be positively affected[-;88]? June, 2011 [Advisor: Dr. Dianne Gut]  ·Menikheim, Fonda Fay – In Ohio, are the Tea chers of Today and Tomorrow Prepared to Teach Students with Dyslexia? [-;89] November, 2012 [Advisor: Dr.Dianne Gut]  ·Molnar, Sallie – Teachers understanding of traumatic brain injury[-;90]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Moore, Ashley – Socio-economic status and its role in school funding[-;91]. November, 2011 [Advisor: Dr. Dianne Gut]  ·Morris, Alison – Using peer tutoring in limited resource environments to include students with disabilities: What do teachers think[-;92]? November, 2009 [Advisor: Dr. Marta Roth]  ·Morris, Amanda – Strategies teachers use to help students with test anxiety in limited resource environments[-;93]. November, 2010 [Advisor: Dr.Dianne Gut]  ·Newberry, Jennifer – Specific language-impairment (SLI) and literacy: teachers’ knowledge and practice[-;94]. March, 2008 [Advisor: Dr. Marta Roth]  ·Nogrady, Debbie – School-home communication: An examination of the methods and nature of teacher s' communication to parents of students receiving special education services[->95]. June, 2008 [Advisor: Dr. Dianne Gut]  ·Nylund Domacasse, Gina – Disabilities in children's literature[-;96]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Parker, Erin – Inclusion strategies in the visual arts classroom[-;97]. June, 2009 [Advisor: Dr.Dianne Gut]  ·Parrotti, Talia – Are Pre-Service Teacher Candidates Prepared to Co-teach in Today's Classroom? [->98] June, 2011 [Advisor: Dr. Dianne Gut]  ·Pence, Sjanneke – What effect do varying models of co-teaching have on math and reading achievement scores of typical middle school students with IEPs in a district with limited resources[->99]? June, 2009 [Advisor: Dr. Marta Roth]  ·Pepper, Andrea – An Internet survey: Personal perspectives of effective educational and social strategies used by individuals with aspergers or high functioning autism[->100]. June, 2010 [Advisor: Dr.Dianne Gut]  ·Porter, Susan â₠¬â€œ Using an interactive response collection system to increase classroom formative assessment in an effort to improve student self-efficacy in mathematics in limited resource environments. [->101] June, 2010 [Advisor: Dr. Dianne Gut]  ·Price, Keith – The benefits of pullout adapted physical education class for students identified for special education services[->102]. March, 2008 [Advisor: Dr. Dianne Gut]  ·Quinn II, Patrick – A comparison of regular public and special public school teachers’ perceptions regarding obesity as it occurs in students with multiple disabilities[->103].June, 2010 [Advisor: Dr. Marta Roth]  ·Raike, Jacyln – Least Restrictive Environment: Influences on Placement Decisions in Rural Appalachian Ohio[->104]. June, 2011 [Advisor: Dr. Marta Roth]  ·Ransom, Veronica K. – Transition services: Do students have access? [->105] August, 2012 [Advisor Dr. Dianne Gut]  ·Riggs, Erin – Multi-sensory approaches to spell ing and reading instruction for students with learning disabilities[->106]. May, 2008 [Advisor: Dr. Dianne Gut]  ·Ruff, Lisa – Special and general high school education teachers' attitudes and erceptions towards inclusion in the classroom in limited resources environments[-;107]. October, 2010 [Advisor: Dr. Dianne Gut]  ·Sammons, Angelina – Vital components needed for successful inclusion[-;108]. March, 2009 [Advisor: Dr. Marta Roth]  ·Scholl, Tamara – How are persons with disabilities protrayed in children's television programming[->109]? June, 2008 [Advisor: Dr. Dianne Gut]  ·Schmidt, Debbie – Influence of year-round schooling on reading achievement[->110]. August, 2011 [Advisor: Dr. Dianne Gut]  ·Scurlock, Marilyn – Using social stories with children with Asperger Syndrome[->111].June, 2008 [Advisor: Dr. Dianne Gut]  ·Seymour, Megan – The benefits of the headsprout reading comprehension programfor children with autism[->112]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Shaffer, Staphanie – Parent satisfaction with the IEP process: Parents of students with mild disabilities and parents of students with severe disabilities[->113]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Slone, Heidi – White noise and the learner in limited resource environments[->114]. November, 2010 [Advisor: Dr. Dianne Gut]  ·Smith, Martha – Effective strategies for teaching students[->115].August, 2011 [Advisor: Dr. Dianne Gut]  ·Sullivan, Jamie – Service-learning: Increasing academic engagement in at-risk youth in Southeast Ohio[->116]. March, 2011 [Advisor: Dr. Dianne Gut]  ·Terry, Danielle – Use of a Stress Ball in the Classroom for Students Diagnosed with ADHD. [->117] December, 2012 [Advisor: Dr. Dianne Gut]  ·Terry, Rachel – Teacher efficacy in reading tutoring in limited resource environments[->118]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Thompson, Amy – Barriers to individ ualized education planning in the Appalachian region of Ohio[->119]. November, 2010 [Advisor: Dr.Dianne Gut]  ·Tracey, Teresa Bigham – Do teachers have a negative attitude towards the inclusion of students with special needs[->120]? November, 2010 [Advisor: Dr. Dianne Gut]  ·Turnbull, Kelli – The Benefits of Inclusion for Peers Without Disabilities[->121]. May, 2010 [Advisor: Dr. Brett Noel]  ·Valentine, Karen – Post school needs of individuals with mild to moderate disabilities in Pickaway County, Ohio, a limited resource environment[->122]. August, 2010 [Advisor: Dr. Dianne Gut]  ·Verba, Laurie – Inclusion: The varying perspectives of elementary, middle, and high school teachers in low resource schools[->123].July 2010 [Advisor: Dr. Dianne Gut]  ·Washam, Morgan – Does Providing Students with Choices in the Reading Curriculum Correlate to Higher Comprehension Scores? [->124] December, 2012 [Advisor: Dr. Dianne Gut]  ·Webb, Abagail â₠¬â€œ Footloose and fancy free: The impact of physical play on hyperactivity in school-age children[->125]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Wilson, Kristin – Self-management of classroom preparedness: Effects on students with attention deficit hyperactivity disorder and specific learning disabilities in limited resource environments[->126]. November, 2010 [Advisor: Dr.Dianne Gut] | | [->0] – .. /gfx/media/pdf/Ashcraft_Alyssa. pdf [->1] – .. /gfx/media/pdf/Ault. pdf [->2] – .. /gfx/media/pdf/Bisker. pdf [->3] – .. /gfx/media/pdf/Dunick. pdf [->4] – .. /gfx/media/pdf/Garrett. pdf [->5] – .. /gfx/media/pdf/Gomillion. pdf [->6] – .. /gfx/media/pdf/Horvath. pdf [->7] – .. /gfx/media/pdf/Huck. pdf [->8] – .. /gfx/media/pdf/MRPFINALCOLE_000. pdf [->9] – .. /gfx/media/pdf/mclelland. pdf [->10] – documents/stabile. pdf [->11] – .. /gfx/media/pdf/arrowood. pdf [->12] – documents/calstrom. pdf [->13] – documents/dalton. pdf ->14] – documents/daugherty. pdf [->15] – .. /gfx/media/pdf/rice_000. pdf [->16] – .. /gfx/media/pdf/hinkle. pdf [->17] – documents/roush. pdf [->18] – documents/Lawless_Final. pdf [->19] – .. /gfx/media/pdf/MRPFINALDRAFTLEE. pdf [->20] – .. /gfx/media/pdf/martin. pdf [->21] – documents/ocallaghan. pdf [->22] – .. /gfx/media/pdf/MRPFINALPERKO. pdf [->23] – documents/quinn. pdf [->24] – documents/pericelli. pdf [->25] – documents/reiter. doc [->26] – documents/weaver. pdf [->27] – .. /gfx/media/pdf/bhutta. pdf [->28] – .. /gfx/media/pdf/brignolo. pdf ->29] – .. /gfx/media/pdf/brown. pdf [->30] – .. /gfx/media/pdf/MRPFINALCARLSON. pdf [->31] – .. /gfx/media/pdf/chonko. pdf [->32] – documents/dewolf. pdf [->33] – documents/Doane_2008_1219. pdf [->34] – .. /gfx/media/pdf/ELLISONMRP. pdf [->35] â€⠀œ .. /gfx/media/pdf/Enmen-Budeiri. pdf [->36] – documents/graves. pdf [->37] – .. /gfx/media/pdf/kelsey. pdf [->38] – .. /gfx/media/pdf/horner. pdf [->39] – .. /gfx/media/pdf/lawhon. pdf [->40] – .. /gfx/media/pdf/LOCASCIO_MRP_FINAL. pdf [->41] – .. /gfx/media/pdf/MRPFINALMALINOWSKI. pdf [->42] – documents/Mansfield_2009. df [->43] – documents/Final2008_0606. pdf [->44] – documents/LenaMooreFinalDraft. pdf [->45] – .. /gfx/media/pdf/NEVILMRP. pdf [->46] – documents/Palmer_3102009. pdf [->47] – .. /gfx/media/pdf/rinaldi. pdf [->48] – documents/edu_achiev_sch. pdf2. pdf [->49] – documents/shearer. pdf [->50] – documents/smith_09. pdf [->51] – .. /gfx/media/pdf/stowe. pdf [->52] – .. /gfx/media/pdf/viani. pdf [->53] – documents/wion. pdf [->54] – documents/Wood-F07. pdf [->55] – .. /gfx/media/pdf/yoder. pdf [->56] – documents/abbott. pdf [- >57] – .. /gfx/media/pdf/ahmed. df [->58] – .. /gfx/media/pdf/alspach. pdf [->59] – documents/Arno. pdf [->60] – documents/bailey. pdf [->61] – documents/bensman. pdf [->62] – documents/boeshansz. pdf [->63] – .. /gfx/media/pdf/bolin. pdf [->64] – documents/callahan. pdf [->65] – .. /gfx/media/pdf/carlson. pdf [->66] – .. /gfx/media/pdf/ColeMRP_000. pdf [->67] – documents/john_covey. pdf [->68] – .. /gfx/media/pdf/MRP-JCrist-CooperativeLearning. pdf [->69] – .. /gfx/media/pdf/crow. pdf [->70] – .. /gfx/media/pdf/SCullums_MRP. pdf [->71] – .. /gfx/media/pdf/dehainaut. pdf ->72] – documents/dooley. pdf [->73] – documents/Eckelberry-F07. pdf [->74] – .. /gfx/media/pdf/elkins. pdf [->75] – documents/engle. pdf [->76] – .. /gfx/media/pdf/EppleyMRP2012-pdf. pdf [->77] – .. /gfx/media/pdf/funk. pdf [->78] – documents/gregg. pdf [->79] â⠂¬â€œ documents/GroganSMRPSpEd08. pdf [->80] – .. /gfx/media/pdf/GUETHMRP. pdf [->81] – .. /gfx/media/pdf/TeresaJohnstonReadingSkillsandInattention. pdf [->82] – .. /gfx/media/pdf/RJPCMRPFinal. pdf [->83] – .. /gfx/media/pdf/KemperMRPFinalDocument. pdf [->84] – .. /gfx/media/pdf/kinniard. pdf ->85] – documents/kocher. pdf [->86] – .. /gfx/media/pdf/leland. pdf [->87] – documents/mcdonough. pdf [->88] – .. /gfx/media/pdf/McNeeleyMRP. pdf [->89] – .. /gfx/media/pdf/Menikheimfinalmastersresearchproject. pdf [->90] – .. /gfx/media/pdf/tbi6. pdf [->91] – .. /gfx/media/pdf/moore. pdf [->92] – documents/morris. pdf [->93] – .. /gfx/media/pdf/morris. pdf [->94] – documents/EDTE691_2008_JNewberry. pdf [->95] – documents/Nogrady. pdf [->96] – documents/nylund. pdf [->97] – documents/Parker. pdf [->98] – .. /gfx/media/pdf/parrotti. pdf [->99] – documents/p ence. df [->100] – .. /gfx/media/pdf/pepper. pdf [->101] – .. /gfx/media/pdf/porter. pdf [->102] – documents/Keith_Price. pdf [->103] – .. /gfx/media/pdf/quinn. pdf [->104] – .. /gfx/media/pdf/raike. pdf [->105] – .. /gfx/media/pdf/RANSOMMRP. pdf [->106] – documents/riggs. pdf [->107] – .. /gfx/media/pdf/ruff. pdf [->108] – documents/sammons_2009. pdf [->109] – documents/TamaraSchollMEd. pdf [->110] – .. /gfx/media/pdf/schmidt. pdf [->111] – documents/scurlock. pdf [->112] – .. /gfx/media/pdf/seymour. pdf [->113] – .. /gfx/media/pdf/shaffer. pdf ->114] – .. /gfx/media/pdf/slone. pdf [->115] – .. /gfx/media/pdf/Smith. pdf [->116] – .. /gfx/media/pdf/sullivan. pdf [->117] – .. /gfx/media/pdf/DanielleTerryMASTERSRESEARCHPROJECT. pdf [->118] – .. /gfx/media/pdf/terry. pdf [->119] – .. /gfx/media/pdf/Thompson. pdf [->120] – .. /gfx/media/pdf/t racey. pdf [->121] – .. /gfx/media/pdf/turnbull. pdf [->122] – .. /gfx/media/pdf/valentine. pdf [->123] – .. /gfx/media/pdf/verba. pdf [->124] – .. /gfx/media/pdf/EDTE_6940_Washam_FinalCopy. pdf [->125] – documents/webb. pdf [->126] – .. /gfx/media/pdf/Wilson. pdf